Theory of Computation (ToC) is fundamental but notoriously challenging for undergraduates, often resulting in high dropout rates and low engagement. In this paper we argue that incorporating gamification and carefully chosen analogies can significantly improve student comprehension and motivation in ToC courses. Drawing on constructivist and experiential learning theories, we present a position that game-based activities and concrete analogical models help students actively construct understanding of abstract concepts. We provide evidence from prior literature and propose revised games and analogies for each major ToC topic: regular and context-free languages, Turing machines, decidability. For each topic, we outline an in-class gamified activity or analogy that leverage gamified or analogical learning and provide summaries of these activities and their pedagogical usage. Our position is that these approaches are pedagogically effective and should be adopted to enhance ToC instruction.